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LABORATORY GUIDE 

AND 

PUPIL’S NOTE-BOOK 

FOR THE STUDY OF 

H EALTH 

y 

RALPH Ef BLOUNT 

WALLER HIGH SCHOOL, CHICAGO 



ALLYN and BACON 

BOSTON NEW YORK CHICAGO 

SAN FRANCISCO 


ATLANTA 



*R 



COPYRIGHT, 1924 
BY ALLYN AND BACON 



« fl O 
.•*) 


MAY IC 1324 


©C1A793301 

VvO | 


PREFACE 


As the pupil comes to each exercise in this note-book 
he should get clearly in mind the problem which he is 
to solve by working out that exercise. He should make 
the problem really his problem. He should keep it 
constantly before him as he works through the entire 
exercise and insist on having a clear solution of it 
before he calls the work complete. 

The questions are a guide to direct the pupil’s atten¬ 
tion to items worth observing. He has by no means 
got the full value of the exercise when he has merely 
written the answers. With his attention on the 
material before him he must observe details beyond 
those directly involved in the questions. These he 
must arrange and classify in a scientific way. Finally 
he must bring reason and imagination to bear upon 
the data he gathers, thus putting meaning into them. 

The exercises of the note-book should be closely 
related to the reading text, Health. The two books 
supplement each other and together make a well- 
balanced unit, the practical work of the note-book 
supplying visual concreteness, the reading text pro¬ 
viding explanation and making the significance and 
value clear. 

As the pupil works he should keep in mind three 
virtues of a note-book; neatness, completeness, and 
iii 


IV 


PREFACE 


accuracy. The careful teacher will take all three into 
account as he grades the books. 

To secure neatness the pupil should write with pen 
and ink, keeping the margin wide and even. If he 
wishes to write more than the space allows, he should 
insert an extra sheet of paper between the pages of 
the book. Drawings may be made carefully with a 
medium hard, sharp pencil. Every line should be 
clear and should have a significance — no indistinct 
general effects, as is perhaps permissible in art work. 

The pupil should aim not only to see the object 
of study as it really is (by no means an easy accomplish¬ 
ment), but in making his record he should choose 
carefully the terms of expression which give his thought 
precisely. 

A well-kept note-book is a thing for a pupil to be 
proud of, something to show as an evidence of the good 
work he has done. It may well be embellished by 
clippings, sketches, cartoons, and photographs which 
relate to any of the exercises or to corresponding 
topics in Health. 


R. E. B. 


CONTENTS 


Exhibit of Common Elements .... 

Synthesis of Elements .. 

Disintegration of a Compound .... 

Oxygen . 

Hydrogen . 

Nitrogen . 

Carbon Dioxid . .. 

Studies of Cells. 

Examples of Tissues. 

Framework of the Body ..... 

A Study of Tendons . 

A Study of Muscles. 

Gastric Glands. 

A Study of the Lungs . 

The Blood. 

Micro-organisms. 

Height-Weight Graph. 

Food Tests. 

Table of Food Values. 

Net Food Table. 

Dinner . 

Market Score Card. 

Study of the Mouth .. 

Digestion by Saliva. 

The Walls of the Stomach and of the Intestine 


PAGE 

1 

3 

5 

7 

9 

11 

13 

15 

17 

19 

25 

27 

29 

31 

33 

35 

39 

41 

45 

47 

48 

49 
51 
55 
57 


v 










2 


PUPIL'S NOTE-BOOK 


Red phosphorus. 


Mercury (quicksilver). 


Sulfur. 


Calcium. 


Carbon (charcoal, lampblack, graphite, etc.). 


BLOUNTS HEALTH 


3 


SYNTHESIS OF ELEMENTS 
(-4) Iron Sulfid 

Problem: What may happen when two elements are 
brought together and heated? 

Material: A teaspoonful of iron filings, a spoonful of powdered 
sulfur, test tube and holder, burner, magnet. 

Touch the iron filings with the magnet. 

1. What happens? 


Mix the iron with the sulfur, touch the mixture with 
the magnet, and lift the magnet. 

2. Has the iron changed by mixing with the sulfur? 


Mix the two elements again and heat the mixture in a 
test tube until it is glowing red. Let it cool. 
Break the test tube and try the contents with 
the magnet. 

3. Is the iron changed when the mixture of iron and 
sulfur is heated? 


The iron and sulfur have combined to produce the 
compound iron sulfid. 

4. In what particulars does the compound differ from 
the elements of which it is composed ? 


4 


PUP I US NOTE-BOOK 


(. B ) Zinc Sulfid 

Problem: How can we produce a compound from two 
elements ? 

Material: A spoonful of zinc dust, a spoonful of sulfur, a 
brick, a burner. 

Mix the zinc dust and sulfur on the brick. 

1. Is there any evidence that the elements have changed? 


Apply the flame of the burner. ( Caution! Keep back 
out of the flare.) 

2. What influence made the elements combine? 


3. How is the compound , zinc sulfid, different from the 
mixture or from the elements of which it is composed ? 


BLOUNTS HEALTH 


5 


DISINTEGRATION OF A COMPOUND 

Problem: How can we break up a compound into the 
elements of which it is composed ? 

Material: Red oxid of mercury, test tube and holder, burner, 
splinters of wood. 

1. Describe the powder, (a) color. 


(b) weight. 


Place in the test tube enough mercuric oxid to cover 
the bottom, and heat strongly. While heating 
insert into the tube the end of the splinter red hot 
but not blazing. (Wood burns as oxygen com¬ 
bines with it.) 

2. What evidence is there that there is more oxygen in the 
tube than in the air f 


3. Where could the oxygen have come from ? 


6 


PUPIL'S NOT E-BOOK 


When the powder has disappeared, look on the side of 
the tube and shake out into your hand some of 
the mercury you see there. 

4. How did the mercury get on the side of the tube? 


5. Conclusion — Of what two elements is the orange - 
colored powder composed? 


6. What force was used in making the oxygen separate 
from the mercury ? 


BLOUNTS HEALTH 


7 


OXYGEN 

Problem: How can we get pure oxygen, and what will 
it do? 

Material: A piece of oxone (sodium peroxid fused) the size 
of a Brazil nut, wide-mouthed generating bottle with 
a rubber tube through stopper, a trough, and two 
collecting bottles about one pint each, picture wire, 
splinter, burner. 

Fill the collecting bottles with water and invert them 
on the shelf of the trough. Put water into the 
generating bottle, about two inches deep, and 
drop into it the piece of oxone. As soon as the 
bubbles appear stopper the bottle and hold the 
tube from the stopper under a collecting bottle. 
When all the water has been forced out of the 
collecting bottles, cover each with a glass plate 
and stand it upright on the table. 

1. What comes from the generating bottle and displaces 
the water in the collecting bottle f 


Light a splinter and when it is burning well blow out 
the blaze and thrust the red coal into one bottle 
of the gas collected (oxygen). 

2. What happens to the glowing splinter ? 


8 


PUPIL'S NOTE-BOOK 


Heat an end of the picture wire red hot in the burner 
and thrust it into the other bottle of oxygen, replac¬ 
ing the cover. If it does not work readily, fasten a 
bit of kindling (a half match, a little sulfur or steel 
wool) to the end of the wire before heating. 

3. What do you see ? 


4. If you can find 'particles of burned iron, iron oxid, on 
the cover or on the sides of the bottle give their color. 


In these experiments you have two examples of oxida¬ 
tion. 


5. What occurs in oxidation ? 


BLOUNTS HEALTH 


9 


HYDROGEN 

Problem: How can we get hydrogen, and what properties 
has it ? 

Material: A piece of hydrone (calcium hydrid) the size 
of a Brazil nut, a generating bottle with a tube through 
the stopper, a trough and three collecting bottles, a 
splinter. 

Invert the three collecting bottles full of water in the 
trough. Put two inches of water into the generat¬ 
ing bottle, drop in the hydrone, and replace the 
stopper. As soon as the air is driven out of the 
generator collect the hydrogen in the three bottles. 
Let them stand inverted in the trough. 

1. What goes from the generating bottle into the col¬ 
lecting bottles f 


Light the splinter and while it is blazing thrust it up 
into a bottle which you raise inverted from the 
trough. 

2. What happens to the blaze t 

3. Will afire burn when surrounded by hydrogen? 

4. What happens at the mouth of the bottle ? 


10 


PUP I US NOTE-BOOK 


5. Will hydrogen in contact with air burn when a flame 
is applied ? 


Cover the other two bottles with glass plates and stand 
them upright on the table. Hold a lighted splin¬ 
ter six inches above a bottle and remove the cover 
plate. 

6. What happens? 


Remove the cover from the remaining bottle and after 
five seconds bring the lighted splinter to the mouth 
of the bottle. 

7. Why is the result different from that of the preceding 
experiment ? 


8. In what ways is hydrogen different from oxygen ? 



BLOUNT'S HEALTH 


11 


NITROGEN 

Problem: How can we get nitrogen by itself, and what 
properties has it ? 

Material: Pyrogallic acid (photographic developer), potas¬ 
sium hydroxid, a pan nearly full of water, a test tube 6 
by inches, a splinter, a ruler. Note: Air is com¬ 
posed chiefly of nitrogen and oxygen. 

Put into the test tube pyrogallic acid to the quantity 
of a lima bean, add a spoonful of strong potassium 
hydroxid, and water to the depth of one inch from 
the bottom of the tube. Cover the tube with the 
thumb and hold it shut. 

1. How many inches of air are in the tube f 


Shake the tube till the acid has absorbed all the oxy¬ 
gen, a minute or two. (Note that the thumb is 
sucked in.) Hold the hand and tube under water 
in the pan, the bottom of the tube higher than the 
mouth. Carefully open the tube a little to let 
water in to take the place of the oxygen absorbed, 
then close it, and hold it right side up. 

2. How many inches of nitrogen are in the tube above 

the liquid f 

3. What fraction of the atmosphere is nitrogen f 


12 


PUPILS NOTE-BOOK 


Light a splinter and thrust it into the nitrogen. 
4. What happens to the blaze f 


5. How does nitrogen differ in its properties 
(a) from oxygen t 


(i b ) from hydrogen f 



BLOUNTS HEALTH 


13 


CARBON DIOXID 

Problem: How can we get carbon dioxid, and what are 
its properties ? 

Material: Dilute hydrochloric acid, marble chips, a gen¬ 
erating bottle, three collecting bottles, a trough, a 
splinter, limewater. 

Fill the collecting bottles with water and invert them 
in the trough. Put the marble chips in the gen¬ 
erating bottle and pour over them the acid. Col¬ 
lect the gas which arises. Cover the three bot¬ 
tles and stand them on the table. Hold the end 
of the tube from the generating bottle in a small 
glass of limewater for a few seconds. 

1. What change occurs in the appearance of the lime- 
water ? 


Blow through a tube or straw into another glass of 
limewater. 

2. What is the result t 


3. What do you infer is in your breath f 


14 


PUPIL'S NOT E-BOOK 


Light a splinter and thrust it blazing into one of the 
bottles of gas. 

4. What does carbon dioxid do to a fire immersed in it t 


Take the cover off another bottle and let it stand a 
few minutes, then try it with the blazing splinter. 
Try again after several minutes and again if nec¬ 
essary till the splinter continues to burn. Get a 
small flame on the splinter or on a match and, 
holding the third bottle of gas three or four inches 
above it, pour over it the carbon dioxid. 

5. What do these experiments prove about the weight of 
carbon dioxid f 


6. How does carbon dioxid differ in its properties 
(a) from nitrogen % 


(6) from hydrogen ? 


(c) from oxygen f 


See Health, page 236, fire extinguishers. 


BLOUNTS HEALTH 


15 


STUDIES OF CELLS 

Problem: How do cells appear when magnified ? 

Material: A small piece of onion, water, glass slide, lens 
(linen tester), compound microscope or projector, dilute 
iodin. 

Put a drop of water in the middle of the slide. Strip 
the thin skin (epidermis) from the inner (concave) 
side of the piece of onion and lay it flat in the 
drop of water. Cover the onion skin with water. 
Open the lens fully and examine the onion skin 
with it. In using the lens observe the following : 

1. Focus. The object examined must be at a certain 

distance, called focal distance, from the lens. To 
get the distance with the linen tester place the 
object in the opening in the foot of the standard, 
the glass of the lens held close to the eye. 

2. Light. Transmitted light shines through the ob¬ 

ject, reflected light strikes the surface of the ob¬ 
ject and reflects to the eye. Usually one light 
will bring out some points not shown by the other. 
Use one light then the other. To get transmitted 
light hold the object up and look through it toward 
the window or some diffused artificial light. To get 
reflected light hold the object down with a dark 
background and a good diffuse light shining on its 
upper surface. Be sure your fingers or the standard 
of the lens do not get in the way of the light. 

3. Hold the object steady, up to the eye; do not bend 

down to the desk. 

1. Sketch a few onion skin cells, seen with a hand lens . 


16 


PUPIL'S NOTE-BOOK 


2. Sketch a few onion skin cells, seen under the com¬ 
pound microscope or thrown on the screen with a 
projector. Label nucleus and wall. 


3 . Make short notes on other cells shown in demonstra¬ 
tion. 


BLOUNT'S HEALTH 


17 


EXAMPLES OF TISSUES 

Problem: How do various tissues and their characteristics 
compare with one another? 

Note : The tissues (except bone) in the live animal were soft, 
but became stiff at death. 

Write two or three distinguishing features you observe 
about each specimen. 

1. Bone. 


2. Liver. 


3. Fat (suet). 






18 


PUPIL'S NOTE-BOOK 


4. Brain. 


5. Muscle. 


6. Kidney. 


7. Skin. 






BLOUNT'S HEALTH 


19 


FRAMEWORK OF THE BODY 

Problem: How may we become familiar with the structure 
and plan of the framework of the body ? 

(A) General Study 

Material: A mounted skeleton, a separate 1st vertebra and 
2nd vertebra, Figure 8, Page 15, Health. 

1. Of how many vertebrae is the axis of the body com¬ 

posed f 

2. Divide the vertebrae into three groups, and tell how 

to designate each group. 

3. Why need the lumbar vertebrae be so much larger than 

the neck vertebrae ? 

4. With separate bones demonstrate the rotation of the 

first vertebra on the second. Which would you call 
the axis f 

5. How many pairs of ribs are there f 

6. To what are the ribs attached 

(a) dor sally f 


(b) ventrally? 


20 


PUPIL'S NOTE-BOOK 


7. Which rihs are more movable in their attachment t 


Note that the collar bone and shoulder blade together* 
make an incomplete ring (shoulder girdle), and the 
bones at the hips a complete ring. 

8. Why need the pelvic girdle be stronger than the shoulder 
girdle f 


From these girdles the two pairs of limbs are appended. 

9. Write the names of homologous ( corresponding ) bones 
opposite each other. 


Bones of the Upper Limb 


Bones of the Lower Limb 










BLOUNTS HEALTH 


21 


(B) Separate Bones 

Material: A skeleton, separate bones to be taken to the 
pupil’s desk. 

Arm or Leg Bones. 

1. Give reasons why the ends need he larger than the shaft 
{middle). 


2. Find raised places or depressions where tendons or 
muscles were attached and describe the surface. 


3. Compare the surface at a joint with this surface. 


Vertebrae. Note the main part (body or centrum) 
which supports the weight, and the dorsal arch 
which protects the spinal cord. 

4. Name as many uses as you can find for the projec¬ 
tions from the arch. 


5. In the mounted skeleton find the side openings through 
which the nerves and blood vessels enter or leave the 
spinal canal, and give their situation. 


22 


PUPILS NOTE-BOOK 


Pelvis. Somewhat bowl shaped, it is open at the bot¬ 
tom to admit the passage of the bowel. 

6. Where are conspicuous rough places for the attach¬ 
ment of muscles f 


7. How many vertebrae are grown together to form the 
sacrum ? 


8. Of what use are the deep sockets in the hip bones f 


Shoulder Blade 

9. Is your own firmly or movably (by means of mus¬ 
cles) fastened to the ribs f 

10. Give two or three uses for the high crest on the dorsal 
side of the shoulder blade. 


11. Find the place where the humerus joins the shoulder 
blade and describe the surface. 


BLOUNT'S HEALTH 


23 


Skull. Note the two groups of bones composing the 
skull — the cranium and the facial bones. 

12. What is the use of the cranium 7 

13. Describe its sutures (seams) and sketch about half 
an inch of one. 

14. Where is the opening through which the spinal cord 
passes ? 

15. Where are a number of small openings for the passage 
of blood vessels and nerves f 

16. If the turbinate bones (which are easily broken out) 
are still in the nasal cavity, does their presence make 
the nasal surface greater or less than their absence 
would make it f 

17. Is the upper jaw firmly or movably fastened to the 
other bones ? 

18. Does the lower jaw hinge in front of, or behind the 
ears t 

19. Is the firmness of the teeth due to their being set in 
bone or in the gums only t 


24 


PUPIL'S NOTE-BOOK 


(C) The Composition of Bone 

Material: A piece of bone in a bottle of dilute hydrochlo¬ 
ric acid, a thoroughly decalcified bone, a bone burned 
to whiteness. 

1. What arises in the acid f (See note-book, page 13.) 

2. What material do you infer may he in the hone ? 

Observe the flexibility of the bone after it is thoroughly 
decalcified. 

3. What function has the mineral which has been re¬ 

moved from the hone f 

4. What substance did the fire remove from the burnt 

hone? 

5. How is the burnt hone different from a fresh bone in 

its resistance to blows ? 

6. What function does the gristly substance of the bone 

have ? 


( D ) Bone Structure 

Material : A compound microscope, a piece of bone ground 
to the thinness of paper and mounted on a glass slide. 

Sketch a section of bone seen under the compound micro¬ 
scope. 


BLOUNT'S HEALTH 


25 


A STUDY OF TENDONS 

Problem: What is the nature and the function of tendons ? 

Material: A fowl's foot and leg, sheep or veal shanks. 
Find the tendons in the fowl's leg and pull one to bend 
the toes and another to extend them — as muscles 
would pull. 

1. Where were the muscles that worked these tendons? 


2. Discuss the value of that situation. (Health, 
page 17.) 


3. When you pull on a tendon does it stretch like rubber ? 


26 


PUPIL'S NOTE-BOOK 


Try to split a tendon into small strips. 

4. What use could primitive people make of such strips ? 


5. Where can you find tendons in your own body ? 

(а) 

( б ) 

(c) 


6. Where is the muscle which works each of them ? 

(а) 

( б ) 

(e) 



BLOUNTS HEALTH 


27 


A STUDY OF MUSCLES 

Problem: What is the structure of muscles and where 
are they situated? 

(4) Examination of Specimens of Muscle 

Material : A small piece of lean meat containing a little 
tendonous tissue, a piece of stomach or intestine wall, 
a piece of heart, a compound microscope, and glass 
slide. 

1. Into fibers of how small a diameter can you tear a 

piece of muscle with your finger nails or with pins f 

2. What color is the tendonous connective tissue to which 

muscle fibers fasten t 

3. Describe the membrane which covers the muscle. 

4. Sketch a piece of muscle seen with the microscope. 

5. How different from this muscle is that in the wall of 

the stomach or intestine or heart f 

(. B ) The Pupil’s Own Muscles 

Place your right hand on your left upper arm. 

1. How does the muscle you feel change in length, in 
thickness, and in hardness as you bend the arm at 
the elbow ? 


28 


PUPIL'S NOTE-BOOK 


2. As you straighten the left arm where do you find 

muscles undergoing the same changes ? 

3. Where do you find muscles undergoing such changes 

when you 

(a) bend the fingers f 

(b) straighten the fingers ? 

(c) bend the wrist ? 

(d) straighten the wrist f 

(e) while standing rise on the toes ? 

(/) lift the toes , standing on the heel f 

(g) bend the leg at the knee ? 

( h ) straighten the knee ? 

( i) with the elbow on the desk and the forehead on 

the hand press down with the head f 

(k) clench the teeth and bite hard t 


BLOUNTS HEALTH 


29 


GASTRIC GLANDS 

Problem: By what structure is the gastric juice produced ? 

Material: Preserved specimens of stomach wall, hand lens, 
compound microscope. 

1. Describe the appearance of the mucous membrane seen 
with the hand lens. 


2. How different is the surface seen with the compound 
microscope ? 


3. How thick is the mucous membrane? (Compare 
with some familiar object.) 


30 


PUPIL'S NOT E-BOOK 


BLOUNTS HEALTH 


31 


A STUDY OF THE LUNGS 

Problem: How can we learn the structure of the respira¬ 
tory organ ? 

Material: A pair of sheep’s lungs with a small piece of dia¬ 
phragm attached, a test tube with the bottom broken 
out, a glass of water. 

Press the finger against the lung, then release the pres¬ 
sure. 

1. What shows that the lung is elastic ? 


Insert the test tube (after washing it) into the trachea 
and inflate the lungs by blowing into it. 

2. Compare the size with that of the collapsed lungs. 


3. Why do the lungs collapse when the inflating stops f 


Snip off a piece of lung and drop it into a glass of water. 

4. Why does it float f 


32 


PUPIL'S NOTE-BOOK 


Compress the trachea and notice how it “gives” where 
the cartilaginous rings are incomplete. 

5. On which side are the rings incomplete f 

6. Are the rings of the bronchial tubes complete or in¬ 

complete t 


7. Would this condition keep the rings always one size , 
or would it allow a change in diameter % 


8. Compare the mucous membrane lining the trachea and 
bronchial tubes with the serous membrane (pleura ) 
which covers the lungs. 


9. What two kinds of tissue do you see in the diaphragm f 


BLOUNT'S HEALTH 


33 


THE BLOOD 

Problem: How do blood corpuscles appear and move ? 

Material: A microscope with -J. inch objective, a microscope 
with -i inch objective, blank slides and covers, one per 
cent acetic acid, methyl blue stain, tadpole, chloretone, 
absorbent cotton, alcohol, surgeon’s needle. 

To prepare the blood slide, sponge the lobe of the ear 
with alcohol; prick it with a surgeon’s needle or 
with the point of a knife blade disinfected. If it 
does not bleed readily squeeze it a little. Get 
a drop of blood in the middle of a slide and place 
a cover glass over it. Under the microscope find 
a spot where the blood is spread out so that in¬ 
dividual cells can be seen. 

1. Sketch a single red corpuscle , inch objective , 

(a) flat view. ( b ) edge view. 

Note that the red color appears where the cells are 
massed, not in single cells. 

The red corpuscles are so numerous that the white can 
not easily be seen. To render the red cells almost 
invisible, mix with another drop of blood a drop 
of one per cent acetic acid in which a weak methyl 
blue stain is dissolved. The white cells stained 
blue will be the conspicuous things on the slide. 

2. Sketch two or three white corpuscles , showing the size 

in proportion to the red , and bringing out the nucleus, 
i inch objective. 


34 


PUPIL'S NOTE-BOOK 


Lay a tadpole on a large slide and cover it, except the 
end of the tail, with wet absorbent cotton. (A 
salamander tadpole can be kept in a few drops of 
water in a hollow ground slide without cover.) 
As often as the animal flops off put it back. If 
it does not quiet down reasonably in a few min¬ 
utes put a few drops of chloretone in its mouth — 
usually this is unnecessary. Under the microscope 
inch objective) find a place in the tadpole’s 
tail where the pigment spots are not too thick 
and where the blood vessels can easily be seen. 

3. Describe the moving streams of red corpuscles in the 
capillaries and small veins and arteries , 

(a) rate, steady or irregular . 


(b) single file or many abreast . 


(c) Sketch map showing arrangement of capillaries. 


BLOUNTS HEALTH 


35 


MICRO-ORGANISMS 

Problem: How may we grow and study bacteria, yeast, 
and molds ? 

Scrub clean a potato about as large as an egg. If it 
is to be brought to school wrap it in several folds 
of muslin. Boil it for fifteen minutes and bring 
it to school still wrapped up. Sterilize a knife 
blade by boiling it or by passing it through a 
flame or by dipping it into alcohol. Then unwrap 
the potato and slice it in two, being careful to 
let nothing but the sterile blade touch the cut 
surface of the potato. Touch a drop of water, of 
milk, or the finger or any object to the fresh sur¬ 
face and put the potato at once under a clean 
glass, where it can be watched for a few days with¬ 
out being disturbed. Treat the other half of the 
potato in the same way, inoculating it from some 
other object. Keep the potatoes warm and ob¬ 
serve them every few hours to note the first ap¬ 
pearance of growth. If you do the work at home 
do not wrap the potato but let it stand in the water 
in which it was boiled until it is cool enough to 
handle. Then cut and inoculate it. 

1. How many hours after inoculation does the first growth 
on the potato show f 


2. Describe its appearance . 


36 


PUPIL'S NOTE-BOOK 


3. Note the changes it undergoes during three or four days. 


4. Describe other spots and their changes , — some bac¬ 
teria and some mold. 


To prepare beef broth jelly boil a pound of lean chopped 
beef (heart is good) in a quart of water; strain; 
to the clear broth add a little salt and a quarter 
of a pound of gelatine; boil fifteen minutes. Pour 
this boiling solution into test tubes which have 
been sterilized by boiling or baking, about an 
inch in each tube. Stopper the tubes with rather 
loose fitting plugs of absorbent cotton. Next 
day steam-sterilize the tubes for about an hour 
and let them cool, half of the number standing 
straight up and the remainder inclined so that the 
jelly will set with a long slanting surface. 


BLOUNTS HEALTH 


37 


To inoculate a tube, get bacteria from a potato spot or 
from some other source on a sterile needle set in 
a handle; remove the cotton plug from the tube 
(holding the plug in your fingers so that nothing 
can touch its inner end); draw the tip of the needle 
carrying the bacteria over the slanting surface 
of the jelly; replace the plug. Take a test tube 
which cooled in an upright position and stab the 
needle loaded with germs into the jelly. This 
is to learn whether the germs grow better at the 
surface or along the stab shut away from the air. 

5. How many hours after inoculation does the bacterial 
growth appear on the jelly t 


6. If the jelly is noticeably affected, describe its changes. 


7. Note any differences between the stab culture and the 
surface culture. 


38 


PUPIL'S NOTE-BOOK 


For the study of yeast drop a few crumbs from a yeast 
cake into a glass of clear, sugary liquid such as 
fruit juice or much diluted syrup. 

8. How long after putting yeast into the culture solution 
do you first see bubbles arise f 


To examine yeast cells mount some of the sediment on 
a blank slide, cover, observe with a ^ inch objective. 

9. Sketch a few yeast cells which have buds. 


Touch a needle point to a spot of bacteria, transfer 
some of the germs to a slide, and examine under 
the microscope, ^ inch objective. After studying 
the live organisms for a few minutes run a little 
dilute iodin under the cover to stain them and 
make them more clearly visible. 

10. Sketch a few bacteria. 


Mold appears as a white spot, enlarges in a fairly regu¬ 
lar circular form, after a few days turning green 
or becoming cottony with black or orange specks. 
To avoid air bubbles mold should be mounted 
first in alcohol immediately followed by water. 

11. Examine the mold under a \ inch objective; then 
sketch under a -±- inch objective 

(a) a branching thread. ( b) spores. 


BLOUNT'S HEALTH 


39 


HEIGHT-WEIGHT GRAPH 

Problem: Is my weight approaching the normal or reced¬ 
ing from it ? 

(-4) Normal Weight Graph 

Find your normal weight. (Health, page 65.) At 
the left end of the fifth heavy horizontal line 
from the top in the graph blank below write the 
first number divisible by five which is above your 
normal weight. Label the four higher and all 
the lower heavy lines with their appropriate num¬ 
bers divisible by five. On the September vertical 
line make a dot at the height indicated by your 
normal weight in that month. On each of the 




















































































































40 


PUPIL'S NOTE-BOOK 


month lines make a dot higher than the preced¬ 
ing by as much as your normal monthly gain. 
(Health, page 65.) Connect the dots by a line. 

(5) Actual Weight Graph 

In the table on the preceding page, month by month 
make a dot on the appropriate month line at the 
height indicated by your actual weight. Connect 
these dots by a line. 

Does your actual graph approach or recede from your 
normal f 


BLOUNTS HEALTH 


41 


FOOD TESTS 

Problem: How may we find the food substances con¬ 
tained in common articles of diet ? 

Material: Samples of food brought from home, test tube 
and holder, burner, starch raw and boiled, iodin solu¬ 
tion, Haynes solution, nitric acid, ammonia, piece of 
fat, glucose. 

(4) Iodin Test for Starch 

To prepare the iodin solution dissolve a little potas¬ 
sium iodid in a half ounce of alcohol and add a 
few flakes of iodin. After they have dissolved 
dilute with water until the liquid is light brown. 
Put a drop of the iodin solution on the specimen 
of boiled starch and another drop on the raw 
starch. 

1. What effect has iodin on starch f 


In the first column of the table on page 44 write 
the names of all the food specimens you have 
brought. Take one fourth of each specimen and 
apply to it a drop of the iodin solution. If you 
get the characteristic starch color make a plus 
mark in the starch column of the table opposite 
the food. If you do not get the starch color make 
a minus sign. 


42 


PUPIL'S NOT E-BOOK 


(B) Grease Spot Test for Fat 

Put a drop of water on a piece of writing paper and 
near it a drop of oil or (warm) fat. Observe the 
difference between the two spots. 

Rub each specimen of food on the paper to see whether 
it makes a spot. Be careful not to mistake a 
wet spot for a grease spot. If the food makes a 
grease spot mark a plus sign in the fat column of 
the table opposite the name of the food. If it 
makes no grease spot mark a minus sign in the 
table. 


(C) Haynes Solution Test for Sugar 

To make Haynes solution (an improvement on the 
Fehling solution) dissolve 60 grains of copper sul¬ 
fate in one ounce of water (warm), mix with one 
ounce of glycerine, add ten ounces of a 5 per cent 
solution of potassium hydroxid. This will keep 
for months and can be diluted if desired. 

Drop a little glucose into a test tube, add a half inch 
of Haynes solution, and hold it in the flame of the 
burner till it boils. Boil common sugar in a little 
sulfuric acid, then apply the Haynes solution test. 

2. What color change is produced by boiling glucose in 
Haynes solution ? 


BLOUNTS HEALTH 


43 


Test a portion of each food specimen by boiling it in 
Haynes solution. Wash out the tube before each 
test. If you get the characteristic glucose color, 
mark a plus sign in the sugar column of the table 
opposite the name of the food. If you do not 
get the glucose color mark a minus sign in the 
table. If you think a food contains common 
sugar, first boil it in sulfuric acid, then test with 
Haynes solution. 

(D) Nitric Acid Test for Protein 

Put a small piece of lean meat or cheese into the test 
tube, cover it with nitric acid, hold it in the flame 
of the burner till it boils. (Caution ! Do not get 
nitric acid on your hands or clothes. If you do, 
put on ammonia at once and wash it off with water.) 
If the food remains a lump pour off the acid and 
add ammonia to the contents of the tube to neu¬ 
tralize it — drop in the ammonia until it no longer 
sputters. If the food dissolves, the whole contents 
of the tube must be neutralized. 

3. What color is produced in protein food {meat, cheese , 
etc.) by the nitric add test t 


Test a portion of each food specimen you have by 
boiling it in nitric acid and neutralizing with 
ammonia. If you get the characteristic protein 
color, mark a plus sign in the table. If you do 
not get the color, mark a minus sign. 


44 


PUPIL’S NOTE-BOOK 


FOOD COMPOSITION 


















BLOUNTS HEALTH 


45 


TABLE OF FOOD VALUES 

(Approximate) 

Fill in the last two columns, giving an average current 
price for each item, and computing the Calories 
for a cent by dividing the Calories per pound by 
the price. 


Foods 

as Purchased 

Protein 

Per 

Cent 

Fat 

Per 

Cent 

Carbo¬ 

hydrates 

PerCent 

Calories 

per 

Pound 

Price 

per 

Pound 

Calories 
for One 
Cent 

Bacon 

10 

60 

0 

2400 



Beef, fat 

15 

20 

0 

1100 



lean 

19 

8 

0 

700 



Fowl 

14 

12 

0 

750 



Ham, smoked 

17 

18 

0 

1000 



Liver 

20 

3 

2.5 

540 



Mutton 

14 

23 

0 

1200 



Pork chops 

13 

24 

0 

1200 



Salt pork 

2 

86 

0 

3500 



Turkey 

16 

18 

0 

1000 



Veal 

16 

6 

0 

500 



Fish, entire 

11 

4 

0 

360 



steak 

15 

4 

0 

460 



Oysters 

9 

2 

4 

330 



Butter 

1 

85 

0 

3500 



Buttermilk 

3 

1.5 

5 

160 



Cheese, cream 

26 

34 

2 

1900 



Cottage cheese 

21 

1 

4 

500 



Eggs 

12 

9 

0 

600 



Lard 

0 

100 

0 

4000 



Milk, whole 

3.3 

4 

5 

300 



Baked beans 

7 

2 

20 

600 



Beans, dry 

22 

2 

60 

1600 



Boston brown 







bread 

6 

6 

54 

1300 



Corn meal 

9 

2 

75 

1600 



Cracked wheat 

11 

2 

75 

1600 



Oatmeal 

16 

7 

67 

1800 
















46 


PUPIL'S NOTE-BOOK 


FOOD8 

as Purchased 

Protein 

Per 

Cent 

Fat 

Per 

Cent 

Carbo¬ 

hydrates 

PerCent 

Calories 

per 

Pound 

Price 

per 

Pound 

Calories 
for One 
Cent 

Rice 

8 

0 

79 

1600 



Rye flour 

7 

1 

78 

1600 



Wheat flour 

11 

1 

75 

1600 



White bread 

9 

1 

53 

1100 



Whole wheat 







flour 

14 

2 

72 

1600 



Asparagus 

2 

.2 

3.3 

100 



Beets 

1 

0 

8 

160 



Cabbage 

1.5 

0 

5 

120 



Carrots 

1 

0 

7 

160 



Cauliflower 

2 

.5 

5 

140 



Green corn 

1 

.5 

8 

180 



Green peas 

3.5 

.2 

10 

250 



Lettuce 

1 

0 

2.5 

70 



Onions 

.5 

0 

9 

200 



Potatoes 

2 

0 

15 

300 



String beans 

2 

.3 

7 

180 



Sweet potatoes 

1.5 

.5 

22 

450 



Tomatoes 

1 

0 

4 

100 



Apples 

.3 

.3 

11 

200 



Bananas 

1 

.5 

14 

300 



Grapes 

1 

1 

14 

300 



Oranges 

1 

0 

8 

170 



Pears 

.5 

.5 

13 

260 



Watermelon 

.2 

0 

3 

60 



Almonds 

11 

30 

10 

1600 



Black walnuts 

7 

15 

•3 

780 



Brazil nuts 

8 

34 

3 

1600 



Chestnuts 

5 

4.5 

35 

900 



English walnuts 

5 

17 

4 

860 



Chocolate 

13 

48 

30 

2800 



Cocoa 

21 

29 

38 

2200 



Prunes 

2 

0 

62 

1160 



Raisins 

2 

3 

68 

1400 



Sugar 

0 

0 

100 

1800 




















BLOUNTS HEALTH 


47 


NET FOOD TABLE 

Problem: What per cent of a net food is protein, fat, or 
carbohydrate ? 

From the table on the preceding page get the per cents 
of protein, fat, and carbohydrate for lean beef 
(19, 8, 0), add them together, and divide each 
per cent by the total. (See Health, page 71.) 
Write opposite the word “beef” in the table be¬ 
low the quotients you get by dividing the per cent 
items by the total. In this way compute the net 
per cents for each food named in the table. 


Food 

Protein 

Fat 

Carbohydrates 

Beef, lean 

Fowl 

Pork chops 

Oatmeal 

Corn meal 

Cracked wheat 

Rice 

Potatoes 

Grapes 

English walnuts 

Dry beans 
















48 


PUPIL'S NOTE-BOOK 


DINNER 

Problem: How much energy does a dinner supply and 
how much does it cost? 

Make out a bill of fare for a dinner (using items in the 
table on pages 45 and 46) in which about f- of the 
food shall be protein and the total Calories about 


1500 for each person. 

Compute the cost. 

Items 

Calories 

Cost 




Total 















BLOUNTS HEALTH 


49 


MARKET SCORE CARD 

Problem: How do our markets rank in their sanitary 
qualities ? 

Write in the last column the figures 2, 1, or 0 as the 
market is excellent, fair, or poor. Compute the 
total score. Compare this market with other 
markets reported by other pupils. 


NAME OF MARKET. .DATE 


Items 

Excellent (2) 

Fair (1) 

Poor (0) 

Score 

Light 

good every¬ 
where 

some places 
indistinct 

considerable 

obscurity 


Odor 

only fresh 
odors 

bad odors 
barely 
smelled 

conspicuous 
odors of 
food 
spoiled 


Flies 

none 

few 

many 


Food 

protected 

from customer’s 
hands and 
from flies and 
dust 

slightly, not 
perfectly 

exposed to 
handling, 
flies, and 
dust 


Clerk 

clean person 
clean apron 

hands not 
clean, or 
apron 
soiled 

dirty and 
slovenly 


General 
tidiness 
and clean¬ 
liness 

floor swept, 
furniture 
dusted, goods 
in order, re¬ 
pairs kept up 

an atmos¬ 
phere of 
letting 
down in 

care 

scraps on 
floor, dust 
on coun¬ 
ters, things 
upset 



Total score 


























PUPIL'S NOTE-BOOK 




50 













BLOUNTS HEALTH 


51 


STUDY OF THE MOUTH 

Problem: What is the structure of the chewing apparatus ? 

Material: X-rays of teeth, extracted teeth, a small mirror 
(better concave, 8 or 10-inch focus, for magnifying), a 
wooden toothpick. 

Face a good light, open the mouth wide to let the light 
in, hold the mirror at the distance at which it will 
show the inside of the mouth most clearly. 

Rub the tongue over the roof of the mouth. 

1. Is the front part or the hack part of the palate bony ? 


The uvula, hanging down as a curtain between the 
mouth and the pharynx, is the continuation of the 
soft palate. 

2. Describe the movement of the uvula as you yawn. 

3. Describe the mucous membrane lining the mouth, 

(a) its color, 

( b ) its surface, 


(c) how it feels to the finger or tongue. 


52 


PUPIL'S NOTE-BOOK 


4. Cross off on this tooth chart any teeth you have not. 

Central incisor---'''"'” 



Lateral incisor 



Second bicuspid // 

First molar / / , 

X b- 

/ ^ Ljl 

Second molar / yj 
_J 

Third molar-' 


5. Distinguish in your mouth the front teeth from the 
hack, and tell how the two groups differ from each 
other, 

(a) in the shape of the teeth, 


(6) in their use. 




BLOUNTS HEALTH 


53 


6. Name the front teeth. 


7. Name the hack teeth. 


8. When the jaws close how do the front teeth meet f 


9. How do the hack teeth meet? 


10. Explain how this meeting suits their function. 


11. Put an extracted tooth into dilute hydrochloric acid 
and explain what the experiment indicates as to the 
composition of teeth. 


12. Examining X-rays and extracted specimens , give 
the number of roots each kind of tooth has. 

Incisor, Cuspid , Bicuspid , Molar 


54 


PUPIL'S NOT E-BOOK 


13. About how large are some abscesses (shown as dark 
spots in the X-ray) on the roots of some teeth ? 


14. In what situations are fillings and cavities most com¬ 
mon? 


15. With a toothpick find all the cavities in your teeth 
and mark them in the chart (page 52). Also chart 
the fillings and artificial crowns. 

16. How does the upper surface of the tongue compare 
with its lower surface ? 


17. How does one variety of papilla on the tongue differ 
from another variety ? 


18. Find the openings of the salivary ducts (Health, 
page 22) and describe their appearance. 


BLOUNTS HEALTH 


55 


DIGESTION BY SALIVA 

Problem: What effect has saliva on food ? 

Material: A little boiled starch, a test tube, a burner, 
Haynes solution, hydrochloric acid. 

Put into the test tube about as much starch as a navy- 
bean. Mix it with saliva from your own mouth. 
Shake the saliva and starch together. Test with 
Haynes solution (page 42). 

1. What does the result of the test indicate f 


Rinse out the tube and try again; this time, before 
putting in the Haynes solution, hold the tube in 
your hand five minutes to keep it warm. 

2. What difference from the first test do you notice ? 


3. Why is it well to chew starchy food a long time ? 


56 


PUPIL'S NOTE-BOOK 


Get one half inch or more of saliva in the test tube, put 
in three or four drops of hydrochloric acid, and 
shake it well. Now put in a little starch. Keep 
it warm a few minutes, then test for sugar. 

4. What effect does hydrochloric acid have on the work of 
saliva ? 


5. Why will not saliva continue to digest starch after it is 
mixed with gastric juice ? 


BLOUNTS HEALTH 


57 


THE WALLS OF THE STOMACH AND OF THE 
INTESTINE 

Problem: How does the stomach wall compare with that 
of the intestine ? 

Material: A preserved piece of stomach wall and another of 
intestine; a hand lens. 

Note that the piece of stomach can easily be split into 
two parts. One part is mucous membrane; the 
other is muscle with the serous membrane at the 
outside. The intestine is composed of the same 
three layers. 

1. Which layer in the stomach is noticeably thicker than 
the corresponding layer in the intestine f 


2. What work of the stomach requires the greater thickness 
of this layer t 


3. Describe the appearance of the villi of the intestine , 
when seen with the hand lens. (See Health, 

pages 107 and 108.) 


58 


PUPIL'S NOTE-BOOK 


4. What sort of surface does the serous membrane give 
to the stomach and intestine ? 


5. Name as many uses as you can to which the serous 
membranes of slaughtered animals are put. 


BLOUNTS HEALTH 


59 


AN INVENTORY 

Problem: How can I record my practice in using food 
and in digestion ? 

In the table on page 60 under the word score write the 
date of record, one or two each week. After each 
item and under the score date mark 2, 1, or 0 
as your practice is excellent, fair, or poor. Get 
the total. See to it that your record improves 
from week to week. 

The teacher’s purpose in asking you to make this 
inventory of yourself is to help you establish or 
confirm good habits in taking food and in caring 
for your digestive organs. The inventory leads 
you to see where you need to concentrate your 
attention to correct your faults. Whether you 
profit by the study, whether you improve your 
habits, depends on your own earnestness and 
perseverance. 


60 


PUPIL’S NOTE-BOOK 


FOOD AND DIGESTIVE HABITS 


Items 

Excellent 

(2) 

Fair (1) 

Poor (0) 

Score 





Kinds 

of 

food 

balanced 
ration, 
adapted to 
season and 
to needs 

favorite 
dishes 
used too 
much, 
expensive 

diet poorly 

balanced, 

harmful 

things 

used 





Quantity 

of 

food 

enough 

for 

growth and 
activity 

according 
to taste 
more than 
to need 

markedly 

too 

little or 
too much 





Time 

of 

eating 

at regular 
meal or 
set lunch 
only 

meals 

regular, 

lunching 

irregular 

munching 
at any 
time, 

candy, etc. 





Chew¬ 

ing 

till food is 
well mixed 
with saliva 
and swal¬ 
lows easily 

little, 

then 

forcibly 

swallowing 

wash food 
down with 
drink 





Care 

of 

teeth 

brushed, 
cleaned 
between, 
daily, 
no defects 

brushed 

carelessly, 

irregularly, 

some 

cavities 

not 

cleaned, 

decayed 

teeth 

neglected 





Bowel 

move¬ 

ment 

at least 
once a day, 
easy 

with 

difficulty, 
feces hard 

badly 

constipated 





Clean 
hands 
at table 

washed 
with soap, 
nails 
cleaned 

quickly 
rinsed 
only, nails 
untidy 

not 

washed, 
nails dirty 





Total score 































BLOUNTS HEALTH 


61 


THE STRUCTURE OF THE HEART 

Problem: How does the blood-pump work? 

Material: A sheep pluck and two seekers (Health, page 113). 
Arrange the heart and lungs ventral side up, the lobes 
of the lungs partly covering the heart. Note the 
auricles (little ears) at the anterior end or base 
of the heart, and the diagonal fat line which marks 
the boundary between right and left ventricles. 

1. Which chamber has thickest walls f 

2. Why need it be so t 

3. What two chambers have thin walls ? 

4. Why do they not need thicker walls f 

Explore the right auricle with a seeker and find the 
veins which enter it. 

5. Describe their size and thickness of wall. 

With a seeker follow the artery from the right ventricle. 

6. Where does it go ? 

7. Contrast the wall of this artery with that of the vein. 

(Try stretching it with your fingers.) 


62 


PUPIL’S NOTE-BOOK 


Put your finger through the hole cut in the right auricle 
and find the natural opening into the ventricle. 

8. About how large is this opening ? 

9. Describe the valves which guard it. 

10. Describe the semilunar valves shown in the cut in the 
right ventricle at the beginning of the pulmonary artery. 

With a seeker through the cut in the left auricle ex¬ 
plore the veins entering it. 

11. From what organ do these veins come ? 

With your finger through the hole cut in the left auricle 
find the opening from the auricle to the ventricle. 

12. How large is this opening ? 

Pass a seeker through the cut in the left ventricle and 
out the aorta. 

13. What is the position of the aorta with reference to 
the pulmonary artery f 

With your finger trace in the diagram (Health, page 
113), the course of the blood through the heart and 
lungs. 

14. Starting at the right auricle name in order the vessels 
and chambers through which the blood passes. 

15. Find the portion of the pericardium not cut away by 
the butcher and describe it, — thickness, surface. 


BLOUNTS HEALTH 


63 


THE HEART BEAT 


Problem: How fast does the heart beat, and what sounds 
does it make ? 

(A) The Pulse 

Find your pulse in the wrist or neck by pressing gently 
with your fingers. Count the number of beats 
in one minute. Record in the first column the 
number for each member of the class. 


Class Rate 


Normal 


After Exercise 


1. What is your normal pulse 

rate f 

2. What is the class average 

(first column) f 


Exercise for two minutes under 
the teacher’s directions. 
Count the beat and make 
the class record in the 
second column. 

3. What is your rate after 
exercise f 


Total 


Average 



4. What is the class average 

after exercise t 

5. Which half minute after 

exercise was more rapid f 

6. Why need there he this 

difference ? 











64 


PUPIL’S NOTE-BOOK 


7. Are'the heats steady like the ticking of a clock, or 

is there difference in the intervals and in the strength 
of the heats ? 

8. Get your pulse in as many places as you can and 

make a list of the places. 


(B) The Sound 

Material: A magnifying stethoscope (Pollard). 

Go with a co-worker to a quiet place, put your ear to 
his bare chest and listen to the heart beat. Again 
listen with the stethoscope. 

1. How many sounds do you hear for each pulse heat f 


Reproduce the sounds by knocking on the desk. 

2. Are the sounds equally spaced in time t 

3. Listening in several places, where do you hear the 

sounds most plainly ? 


4. Explain how the sounds are produced. 


BLOUNTS HEALTH 


65 


BREATHING AND VENTILATION 


Problem: At what rate do we breathe, and how much 
air do we need? 

Material: Spirometer, disinfecting fluid, rinsing water, watch 
with second hand. 


Exhale five normal breaths into the spirometer and 
compute the average number of cubic inches to 
each breath. 


Class Rate 


Normal 


After Exercise 


1. How many cubic inches of 
air do you breathe at an 
average breath ? 


Count the number of times 
your neighbor inhales in 
a minute. Record in the 
first column the numbers 
for all the members of 
the class. 

2. How many normal breaths 
do you take in a minute f 


Total 


Average 



3. Compute the number of cubic 
feet you would breathe in 
an hour. 











66 


PUPIL'S NOTE-BOOK 


4. Give the dimensions of a box that would contain so 
many cubic feet. 


5. How many cubic feet would the entite class use in 
an hour? 


Measure your schoolroom. 

6. If the air is changed three times an hour in ventila¬ 
tion how many times as much air is brought into 
the room as the pupils breathe ? 


After exercising two minutes according to the teacher’s 
directions count your neighbor’s breathing again 
and make the class record in the second column. 

7. How is the number of breaths after exercise different 
from the number before ? 


8. Why need there be this difference? 


BLOUNTS HEALTH 


67 


AIR HUMIDITY 

Problem: How may we find the humidity of the air, and 
its effect on breathing ? 

Material: A wet and a dry bulb thermometer. 

Fan both thermometers till they are as low as they will 
go, then read them. Subtract the reading of the 
wet bulb thermometer from that of the dry bulb 
instrument. In the table on page 69 look down 
the first column till you come to the number which 
is the dry bulb reading, then go across the table 
till you come to the column headed by the num¬ 
ber which is the difference between the two ther¬ 
mometer readings. The number there found is 
the relative humidity of the air of the room, i.e., 
a per cent obtained by dividing the number of 
grains of vapor there are in a cubic foot of air by 
the number there would be if the air were sat¬ 
urated, holding as much vapor as possible. 

1. What is the humidity of the room ? 


Take the instrument out of doors in the shade, read it, 
and refer to the table. 

2. What is the humidity out of doors t 

3. How does it come that the humidity out of doors is 

different from that within the room ? 


68 


PUPIL'S NOTE-BOOK 


Try moistening the air of the room in several ways — 
by exposing wet cloths, by boiling a dish of water, 
by throwing a fine spray from an atomizer, etc. 

4. If you notice any difference in the 11 feel” of the air 
after any of these experiments note it here. 


5. Get the humidity of the air with the instrument after 
each experiment and state it here. 


6. Which method of moistening the air is most effective ? 


BLOUNTS HEALTH 


69 


TABLE FOR FINDING RELATIVE HUMIDITY: PERCENTAGES 


Dry 


Difference Between Dry and Wet-Bulb Thermometers 


(Air 

Temp.) 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

0 

68 

35 

3 




























2 

71 

41 

12 




























4 

73 

46 

19 




























6 

75 

50 

25 

1 



























8 

77 

54 

31 

9 



























10 

79 

57 

36 

15 



























12 

80 

60 

41 

21 

3 


























14 

82 

63 

45 

27 

10 


























16 

S3 

66 

49 

33 

16 

0 

























18 

84 

68 

53 

38 

22 

7 

























20 

S5 

70 

56 

42 

28 

14 

























22 

86 

72 

59 

45 

32 

19 

7 
























24 

S7 

74 

61 

49 

36 

24 

12 

0 























26 

88 

75 

64 

52 

40 

29 

18 

7 























28 

88 

77 

66 

55 

44 

33 

23 

12 

2 






















30 

89 

78 

68 

57 

47 

37 

27 

17 

8 






















32 

90 

79 

69 

60 

50 

41 

31 

22 

13 

4 





















34 

90 

81 

72 

62 

53 

44 

35 

27 

18 

9 

1 




















36 

91 

82 

73 

65 

56 

48 

39 

31 

23 

14 

6 




















38 

91 

83 

75 

67 

59 

51 

43 

35 

27 

19 

12 

4 



















40 

92 

84 

76 

68 

61 

53 

46 

38 

31 

23 

16 

9 

2 


















42 

92 

85 

77 

70 

62 

55 

48 

41 

34 

28 

21 

14 

7 

0 

















44 

93 

85 

78 

71 

64 

57 

51 

44 

37 

31 

24 

18 

12 

5 

















46 

93 

86 

79 

72 

65 

59 

53 

46 

40 

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70 


PUPIL'S NOT E-BOOK 


BLOUNTS HEALTH 


71 


THE MECHANISM OF BREATHING 

Problem: What body movements cause the air to go into 
the lungs and out of the lungs ? 

Sit up straight and take deep breaths. 

(4) Inhalation 

1. In what direction does the front of the chest move as 
you inhale f 


2. What motion do you notice in the wall of the abdomen 
as you inhale ? 


3. Would this motion be caused by an upward or by a 
downward motion of the diaphragm t ( Health , 
page 1M-) 


4. Would such motion of the diaphragm and of the chest 
wall make the chest larger or smaller f 


5. Explain why the air goes into the chest. 


72 


PUPIL'S NOTE-BOOK 


( B) Exhalation 

1. In what direction does the front of the chest move as 
you exhale t 


2. Describe the movement of the walls of the abdomen 
when you expel the breath forcibly. 


3. What effect on the diaphragm has this movement t 


4. Would such movement of the diaphragm and of the 
chest walls make the chest larger or smaller t 


5. Explain why the air goes out of the chest. 


BLOUNTS HEALTH 


73 


A STUDY OF THE KIDNEY 


Problem: By what structures is the kidney able to do its 
work? 

Material: A pig’s kidney sliced open, an entire kidney of a 
lamb, a hand lens. 

(A) External Structure 

1. What kind of tissue is seen in large mass around the 
kidney nearly covering it ? 


Loosen part of the covering. 

2. What sort of surface has the kidney? 


3. Where is the hilum, the place where the attachments 
are not easily loosened ? 


4. In the diagram in Health, page 31, what three tubes 
are shown joining the kidney at the hilum ? Find 
them if you can in the specimen before you. 


74 


PUPIL'S NOTE-BOOK 


(. B) Internal Structure 

1. What is the color of the cortical layer, about one half 
inch or more thick , at the outside of the kidney f 


2. What is the color of the medullary layer, composed of 
pyramids 'whose bases are in the cortical layer f 


3. Describe the mucous membrane lining the pelvis of 
the kidney, the cavity which drains into the ureter. 


Examine a pyramid section with a lens. 

4. What is the appearance of the tubules of which the 
pyramid is composed f 


BLOUNTS HEALTH 


75 


A STUDY OF THE SKIN 

Problem: What structures of the skin adapt it to the work 
it does ? 

Material: A torn piece of leather, printer’s ink roller, ben¬ 
zine, mirror, lens, hot water. 

With the lens examine the torn edge of a piece of leather. 
(See Health, page 153.) 

1. What reason have you for thinking that the leather is 
dermal rather than epidermal t 


With a pin pick up a bit of callus in the hand. 

2. What evidence have you that it is the epidermis which 
is thickened to form the callus f 


Touch the side of the end phalanx of each finger of 
one hand in succession to the ink roller, then roll 
the finger over across its face to the other side. 
Then impress the finger in the same way on this 
paper and lift it without sliding or rolling it back. 
To clean the fingers wipe them with a rag saturated 
with benzine (beware of fire), then wash them with 
soap. 

First finger, Second finger, Third finger, Fourth finger 


76 


PUPIL'S NOT E-BOOK 


3. In what particulars are the prints alike ? 


4. In what particulars are the prints different from one 
another.? 


Examine a finger tip with the magnifier. If you see 
no tiny drops of sweat hold the finger in hot water 
for a few seconds, rub, and squeeze it — the sweat 
will probably appear. 

5. Are the sweat pores in the ridges , or in the grooves of 

the palmar surface ? 

6. Where can you find inconspicuous hairs in the skin? 

7. Where can you find no hairs at all ? 

8. Make a sketch of the hack of the finger showing the 

nail and indicating the three areas of the nail. 


Squeeze the tip of the nose between the thumb and 
finger, observing in a mirror. Absorb the ex¬ 
pressed secretion on a piece of paper. 

9. Is the expressed secretion oil or sweat? 


BLOUNTS HEALTH 


77 


SKIN AND FEET SCORE 

In the score column write for each item 2, 1, or 0 as its 
condition is excellent, fair, or poor. Make an¬ 
other score some weeks later to see how much 
better it will be. 


Items 

Excellent (2) 

- 

Fair (1) 

Poor (0) 

Score 

Finger 

nails 

smooth, regu¬ 
lar, even with 
the flesh 

ragged and 
uneven, fairly 
serviceable 

bitten or torn, 
too short for use 


Corns and 
bunions 

none 

a few, not 
troublesome 

so bad as to 
interfere with 
comfort 


Warts 

none 

a few, not 
troublesome 

many, painful 
or in the way 


Fimples 

none 

few, small 

many, skin 
inflamed 


Stockings 

so large as to 
allow freedom 
to the toes, 
thick in foot 

pinch toes 
a little, too 
thin 

uncomfortably 
press toes, bend 
them under 


Shoes 

fit according to 
soldiers’ rule, 
heels low and 
broad, toes 
wide 

narrow, 

tire feet, heels 

moderate 

too short, 
distressingly 
narrow or cramp 
toes, heels high 


Bathing 

daily, or two 
or three a week 

weekly 

irregular and 
infrequent 


Total 




























78 


PUPIL'S NOTE-BOOK 


m 



BLOUNTS HEALTH 


79 


SCORE IN EXERCISE AND POSTURE 

Make a check mark opposite each item that has been 
satisfactorily carried out during the week preced¬ 
ing the date at the head of the column. Mark a 
0 if the item has not been properly done. Or 
mark a per cent grade expressing the degree of 
excellence of your practice. 


Items Dates 

— 

— 







Daily exercise an hour in fresh 
air 







At least part of the exercise so 
vigorous as to produce sweat 

— 

— 

— 






No exercise carried to the 
point of exhaustion 






Rhythmic body movements in 
room 15 minutes daily, in 
fresh air 








Play in games, — inter-school, 
inter-class, etc. 

— 






— 


Habitually sit erect. (Health, 
page 181) 







Habitually stand erect, chest 
up, abdomen back. (Health, 
pages 180, 183) 










































80 


PUPIL'S NOTE-BOOK 


BLOUNTS HEALTH 


81 


A STUDY OF JOINTS 

Problem: How do bones fit together at joints, and what 
movements do they have ? 

Material: Dry bones making joints, fresh joints sawed open. 

1. Give an example of a fixed joint, two bones immovably 
fastened together. 


2. In the fresh specimen, what lies between the two bones 
of the fixed joint ? 


3. In a dry specimen, describe the contact surfaces of 
the bones of a fixed joint. 


4. Observing a dry specimen, is the surface of a bone 
where it rubs against another at a movable joint 
smooth or rough f 


5. Observing a fresh specimen, describe the cartilage 
covering the end of a bone at a movable joint, — 
color, thickness, firmness. 


82 


PUPIL'S NOTE-BOOK 


6. What is the color of the ligament which binds two 
bones together f 


7. When you 'pull on a ligament does it stretch like 
rubber f 


8. What sort of surface has the synovial membrane lin¬ 
ing the joint cavity ? 


9. Describe the synovial fluid which lubricates the 
joint, — its color and “feel.” 


10. In what bone is the socket of the hip joint ? 


11. In what bone is the ball of the hip joint? 


BLOUNTS HEALTH 


83 


Stand; move the leg at the hip as freely as you can. 

12. In what directions can a hall and socket joint move ? 

13. Name another joint which seems to have the same free 

movement. 

14. If in the skeleton you find it to he a ball and socket 

joint, 

(a) name the hone which has the socket. 

(h) name the hone which has the hall. 

15. In what directions can the knee joint move ? 

16. Name another joint which also has a hinge form. 


84 


PUPILS NOTE-BOOK 


Move the jaw from side to side. This is a sliding or 
gliding joint. 

17. What would lead you to think that the wrist is also 
a gliding joint f 


Observe in the skeleton a pivot joint, the first vertebra 
with the second. 


18. What movement of the head does a pivot joint allow ? 


BLOUNTS HEALTH 


85 


THE BRAIN 

Problem: What is the structure of the brain, its parts 
and tissues? 

Material: A sheep’s head sawed in two lengthwise, a model 
of the human brain, preserved specimens of brain, a 
dry skull with dura mater (the membrane enclosing the 
brain) in place. 

1. What color is the medulla, the continuation of the 
spinal cord, seen at the large opening at the base 
of the skull f 


2. How does the medulla feel to your touch t 


3. In what part of the cranial cavity does the axis of 
the brain extending forward from the medulla lie ? 


4. What color and how thick is the pillar or stem which 
fastens the cerebellum (just above the medulla) to 
the axis of the brain f 


5. Sketch a lobe of the cerebellum (;prepared slice ) to 
show the arrangement of the two colors, gray and 
white. 


86 


PUPIL'S NOTE-BOOK 


6. In what part of the cranial cavity does the cerebrum, 
the large remaining portion of the brain, lie f 


7. Sketch a portion of a lobe (;preserved slice ) of the 
cerebrum to show the arrangement of the gray and 
the white matter. 


8. Which of these tissues {white or gray) is greater be¬ 
cause of the convolutions (folds) than it would be 
if the surface of the brain were smooth ? 


To see the nerves, lift the brain partly out of its setting, 
being careful not to break these white cords. 

9. To what part of the brain are the nerves attached ? 


10. Describe the dura mater, the outer covering of the 
brain, which adheres to the skull when the brain is 
lifted out. (See the dry skull also.) 


11. Describe the inner membrane, which adheres to the 
brain. 


BLOUNTS HEALTH 


87 


THE SPINAL CORD 

Problem: What are the setting and the structure of the 
spinal cord? 

Material: A piece of the vertebral column containing a por¬ 
tion of the cord, dry vertebrae or skeleton, micro¬ 
scopic slide of a cross section of the cord stained, a 
hand lens, a microscope. 

1. Compare the membranes covering the cord {meninges) 
with those of the brain. 


2. Describe the “feel” of the fresh cord. 


3. Where do the nerves from the cord pass out of the 
spinal canal f {Examine the skeleton as well as 
the fresh material.) 


88 


PUPIL’S NOT E-BOOK 


4. Sketch a cross section of the cord seen under the lens, 
to show the arrangement of the gray and the white 
matter and the meninges. 


5. Sketch in cross section a half dozen axons from the 
white matter, seen under the compound microscope. 


BLOUNTS HEALTH 


89 


THE EYE 

Problem: What can we learn about the structure, working, 
and care of the eyes ? 

Material: A vision chart, a mirror, an animal’s eye 
(Health, page 233). 

1. Observing your eye in a mirror, sketch what you see 
and label the white, the iris, and the pupil. 


2. Looking at your neighbor’s eye from the side do you 
see the cornea more curved, or less curved than the 
remainder of the eye f 


3. In what part of each lid do you feel a thick strip of 
connective tissue f 


At the angle in the lower lid, about a quarter of an inch 
from the inner corner, is the opening of a small 
duct which carries the water from the eye into the 
nose. 

4. About how large is the opening of this tear duct ? 


90 


PUPIL'S NOTE-BOOK 


Hold a bright light above and in front of your neigh¬ 
bor’s face, shading the direct light from his eyes 
with your hand. While you are watching the 
iris remove your hand and let the light shine into 
his eyes. 

5. What change in the size of the pupil does the light 
make f 


Hold your pencil at several different distances from 
your eyes. 

6. At what distance can you see the point most com¬ 
fortably and clearly ? 


From this distance move the pencil slowly toward the 
eye. 

7. At what distance from the eye does it become indis¬ 
tinct or fringed with haze f 


Stand on a line twenty feet from the vision chart. 
Hold a card in front of the left eye, so that while 
both eyes are open you can see the chart with 
the right eye only. If you commonly wear glasses, 
use them. Read the letters, beginning at the top. 

8. Can you read correctly the majority of the letters of 
the twenty-foot line f 


BLOUNT'S HEALTH 


91 


Test the left eye, holding the card before the right. 

9. Can you read the twenty-foot linef 


10. What practical suggestion do you make for those 
whose eyes are not up to the normal task of reading 
this line f 


Practice turning the upper lid of your neighbor’s eye 
as you would turn it for removing a cinder, thus: 
Take hold of the lashes of the upper lid with the 
thumb and finger of your left hand and pull it 
gently forward. At the same time press lightly 
down in the middle of the lid with a pencil or 
match, turning it inside out. (The muscles of the 
lid must be relaxed.) Draw a wisp of sterile 
cotton across the eye, wiping out the cinder. 

11. Describe the conjunctiva which you see lining the lid 
and folding back over the eyeball. 


92 PUPIL'S NOTE-BOOK 

12. Describe each of the following seen in the animaVs eye 
which has been cut open with a sharp knife: 

(a) the aqueous humor, which escapes when the 

front of the eye is cut open, 

(b) the vitreous humor, occupying the center of 

the eye, 

(c) the cornea, 

(< d ) the iris, 

( e ) the retina, 

(f) the hard ( sclerotic ) coat. 


13. What makes the pupil of the eye look black ? 


BLOUNT’S HEALTH 


93 


CONFECTIONARY STORE SCORE 

Problem: Are the candy stores patronized by the pupils 
reasonably sanitary? 

Visit a store, watch its condition and attendants for 
half an hour, then mark your score. Try the 
same store some other hour or day and see if you 
get the same score. 


PLACE___ _DATE 


Items 

Excellent (2) 

Tolerable (1) 

Intolerable (0) 

Score 

Tables and 
utensils 

tidy and 

scrupulously 

clean 

fairly clean 

dirty and 
mussy 


Attendants, 

personal 

hands clean 
and well 
manicured, 
clothing spot¬ 
less 

hands washed 
occasionally, 
nails not neat, 
clothing 
spotted 

dirty and 
sloppy, put 
fingers in 
mouth, 
clothes 
smeared 


Foods and 
drinks 

rarely touched 
by hands, 
kept covered, 
no flies 

handled un¬ 
necessarily, 
not covered 

handled and 
mussed, many 
flies 


Dish 

washing 

washed in hot 
suds rinsed in 
running 
water, or 
paper dishes 
once used 

washed in hot 
water, rinsed 
in basin fairly 
clean 

rinsed in 
dirty water 


Total 


















94 


PUPIL'S NOTE-BOOK 



BLOUNTS HEALTH 


95 


APPLYING DRESSINGS AND BANDAGES 

Problem: How may we become skillful in rendering first 
aid and in dressing small injuries ? 

Material: A supply of bandages of different sizes and kinds, 
gauze, cotton, iodin. 

(A) General 

1. Use the bandage rolled. (Convenient bandages 
can be bought in the common sizes ready rolled 
and sterile.) To roll a bandage, lay the strip 
along the thigh, fold the end a few times over for 
a start, then run the hand down the thigh, rolling 
the bandage under it. Draw the roll up to the 
hip, bringing more of the strip on to the thigh and 
pulling the roll tight. Run the hand down the 
thigh again with the roll under it. Repeat. Fas¬ 
ten the end of the roll with a pin. 

Try bandaging the arm with a rolled bandage and then 
with a strip not rolled, and write here the particulars 
in which the roll is better. 


2. Start the bandage right side out, with the outside 
of the strip against the skin, and keep it so unless 
it is necessary to reverse. 

Try the bandage with the inside of the strip n%xt the skin 
and point out how the right way is superior. 


96 


PUPIL'S NOTE-BOOK 


3. If the skin is very dirty wash around, not in, the 
wound with warm, soapy water, using gauze or 
cotton for a sponge. 

Why not wash in the wound f 


4. Apply iodin with an applicator (a small stick with 
a wisp of cotton twisted around one end) to the 
skin around the wound. 

Why is the iodin applied t 


5. Lay a piece of sterile gauze over the wound, taking 
it by the corner so as not to contaminate the 
surface that touches the wound. (Gauze can 
be bought in sterile rolls. Snip off with shears 
as much as you need, being careful not to con¬ 
taminate the gauze with the fingers.) 

If you have no roll of gauze how can you sterilize a piece 
of cheesecloth or muslin to use for a pad ? 


6. Put on a bandage over the gauze as directed in the 
following section. 

What is the function of the bandage f 


BLOUNTS HEALTH 


97 


(B) Applying the Bandage 

The bandage must be so snug as to hold the pad in 
place, but not so tight as to interfere with the cir¬ 
culation. 

1. On the Arm ; a bandage one and one half inches wide. 

Take the bandage roll in your right hand; hold the 
end (right side out) against the wrist of the arm 
to be bandaged; place the thumb of your left 
hand on this end while you roll the bandage around 
the wrist and over the end. This anchors the end. 



Continue rolling the bandage around the arm and 
over the pad, passing it from one hand to the 




98 


PUPIL'S NOTE-BOOK 


other. The tapering form of the arm will cause 
the bandage to climb up toward the elbow as it goes 
around. When the roll is near the elbow put a finger 
or the thumb of your left hand on the bandage and 
turn the roll over (inside out) and wind it down 



toward the hand. At the wrist reverse the roll (to 
right side out) and wind up the arm. When the 
end of the bandage is reached fasten it with a safety 
pin or split the end and tie it around the arm. 

What keeps the bandage from slipping down the tapering 
arm ? 



BLOUNT'S HEALTH 


99 


2. Across the Bent Elbow; a bandage one and one half 

or two inches wide. 

This application is called a figure of eight. Use a 
large gauze pad over the elbow. Take one turn 
of the bandage around the arm below the elbow 
to secure the end, and another to hold the pad. 
At the next round cross over to the upper arm at 
the inside of the elbow and make a turn around it, 
securing the other end of the pad. At the inside 
of the elbow cross back to the fore arm, around it, 
and back to the upper arm. So to the end of the 
bandage. 

Where else would you use the figure of eight bandage ? 

3. Covering the Finger Tip; a three fourths or one 

inch bandage. 

Take two turns around the finger near the base to 
anchor the end of the bandage. Place your left 
thumb on the bandage, turn at a right angle and 
loop the bandage over the finger tip and down the 
other side. Make a loop here over a finger of your 
left hand and bring the roll back over the tip of 
the bandaged finger to your thumb. Turn at a 
right angle and go around the finger, spiraling up 
to the tip and back to the base of the finger. 
Cross the back of the hand to the wrist, twice 
around and fasten. 

Why does it matter whether the roll is passed in a right- 
hand or a left-hand turn around the finger ? 


100 


PUPIL'S NOTE-BOOK 


4. To Cover the Hand; a one and one half inch band¬ 

age. 

Take two turns around the wrist for anchorage. At 
the next turn slant up across the back of the 
hand and go twice around it above the thumb. 
Then down across the back of the hand and 
around the wrist. Again slant up across the 
back of the hand, twice around, down to the wrist, 
twice around, fasten. 

Why does it make a difference in convenience of applying 
the bandage whether you start it in a right-hand 
turn or a left-hand turn f 

5. A Head Bandage, — Cross Circles; a strip two 

inches wide, not rolled. 

Place the middle of the bandage against the forehead 
and pass one end horizontally around the head to 
meet the other at the temple. Tie a single knot. 
Pass the longer end under the chin and up the 
other side to meet the shorter end at the top of 
the head. Tie; or if the strips are long enough 
cross them at the top of the head, pass them 
under the chin and to the top of the head, tie. 

Name the various places at which a pad covering a 
wound would be held secure by this bandage. 

5a. Another way of applying a head bandage of sim¬ 
ilar form. 

Place the middle of the strip under the chin, bring the 
ends above the head, and tie in a single knot. 


BLOUNTS HEALTH 


101 



Let the patient hold the ends of the strip lightly 
with arms extended at the sides of the head, 


slacking while the operator divides the knot, pull¬ 
ing one strand with one hand to the forehead and 
the other strand with the other hand to the back 
of the head, leaving the strands crossed at the 
temples. Tie the ends at the top of the head. 

In what way is this more secure than 5? Under what 
circumstances could 5 be used when 5a could not ? 












102 


PUPIL'S NOTE-BOOK 


6. The Four-tailed Bandage; a strip of muslin a yard 
long and four or six inches wide, split from each 
end to within four inches of the center. 

To bind the jaw, place the center of the bandage on 
the chin. Tie the upper pair of tails behind the 
head. Then cross the lower pair of tails to the 
top of the head, and tie. Tie the upper and the 
lower ends together. 

In what directions does this draw the jaw ? What other 
convenient application of this bandage can you 
find f 


7. The Triangular Bandage; a square yard of gauze 
folded diagonally, or a square yard of muslin cut 
diagonally to make two bandages. 

This bandage has a variety of uses. Fold the right 
angle to the diagonal side, then fold again and 
again parallel to the first fold. This makes a 
strip thick in the middle and thin at the ends. 
It can be tied around the head horizontally to 
cover the forehead, or lower to cover the eyes, or 
diagonally to cover one eye, or passed under the 
chin and tied at the top of the head. It is con¬ 
venient to wrap and tie around the arm or leg. 


BLOUNT'S HEALTH 


103 


To make an arm sling spread the bandage out, place 
the elbow on the right angle, the inner end over 
the far shoulder, the outer end over the near 
shoulder, and tie at the back of the neck. (A 
straight, broad bandage is also used for a sling.) 

What other uses do you find convenient for the triangular 
bandage? 


8. Adhesive Tape. 

When a bandage is undesirable, a pad covering a wound 
or sore can be held in place by adhesive tape. 
The tape is not put directly on the cut or sore, 
but over the pad. Even a small cut should have a 
piece of gauze over it. The skin must be dry where 
the tape adheres to it. If hairy, like the back of 
the hand, the skin should be shaved where the 
tape adheres. A single strip cf tape is adequate 
for a small pad, but for a large spot two pieces 
of tape should be used crossing over the pad. 

Tape is convenient also for securing a bandage which 
is likely to slip, and for fastening the end of a 
bandage. The doctor commonly uses a tape 
bandage wrapped around a sprained joint to 
keep it stiff. 

Name any other uses for adhesive tape in dressings. 


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